Abstract

This research work is based on describing, analyzing and explaining how analógica] reasoning as a mental process, allows a high development of inductive thinking, evident in the use of inferential abilily and how it can strengthen scientific competences in the subjects of physics and chemistry. This research has both a descriptive and explanatory character that inoves from the qualitative, initially inductive, to the quantitative, since the analogical reasoning fínally allows a deductive process. It is framed in two epistemological axes, first Biocentrism, understood as the responsible way of educating the individual to live in harmony with the planet, and the second the development of scientific thought. A pre-test and post-test were used as data collection methods, which allowed to contrast the impact of the didactic sequiences, from which the results presented in this document are derived. One of the most significant results of this research is to show that, after the applicalion of the didactic sequences, there was an improvement in the inferential abilities and in the performance levels of the scientific competences. Consequently, it was possible to conclude that practicing analogical reasoning as well as being a strategy that dynamizes the learning process of students, allows the development of inferential ability and scientific competences, thus becoming an option for to the improvement of the pedagógical practices of teachers.